5: Episodic long term memory Flashcards
1
Q
Memory for things that can be consciously talked about and re-experienced is called:
A
Declarative LTM
2
Q
What is Declarative LTM comprised of?
1.
2.
3.
A
- Episodic Memory.
- Semantic Memory.
- Lexical Memory.
3
Q
What is episodic memory?
A
Memories of autobiographical events.
4
Q
Episodic memory is often rich in:
A
contextual detail.
5
Q
What is semantic memory?
A
Memories of facts, concepts and languages.
6
Q
Semantic memory is often devoid of:
A
contextual detail.
7
Q
What is lexical memory?
A
Memory of words, our mental dictionary.
8
Q
Memory for how to do something is called:
A
Procedure LTM.
9
Q
Procedure LTM is comprised of:
1.
2.
3.
A
- Priming
- Conditioning
- Misc. types of learning.
10
Q
In Procedure LTM, what is priming?
A
Processing a stimulus, facilitates the processing of another similar stimulus.
11
Q
In Procedure LTM, what is conditioning?
A
Operant and Classical conditioning.
12
Q
In Procedure LTM, give an example of the miscellaneous types of learning.
A
Taste aversion.
13
Q
According to Tulving (1985), procedural memory indicates:
A
no self awareness.
14
Q
According to Tulving (1985), semantic memory indicates:
A
basic awareness.
15
Q
According to Tulving (1985), episodic memory indicates
A
self awareness.
16
Q
According to Tulving (1985) what are non-aware animals?
1.
2.
3.
4.
A
- Reptiles
- Amphibians
- Fish
- Anthropods
17
Q
According to Tulving (1985), where animals have awareness?
A
Some mammals, birds and reptiles.
18
Q
According to Tulving (1985), what animals have self awareness?
A
Humans, higher primates, elephants, African grey parrots.
19
Q
A mental trick used in episodic memories, is called:
A
Mnemonics.
20
Q
What are the two types of mnemonics?
A
- Method of loci.
2. Peg-words.
21
Q
What is method of loci?
A
Associate each of the terms in a list with physical locations.
22
Q
What are peg-words?
A
Associate each item in a list to key words in a rhyme.
23
Q
Mnemonic devices facilitate episodic memory by providing:
A
scaffolding.
24
Q
What are the 3 types of scaffolding mnemonic devices provide to facilitate episodic memory?
A
- Encoding
- Storage
- Retrieval
25
In what way does mnemonic devices provide scaffolding for encoding episodic memories?
Gets us to rehearse items.
26
In what way does mnemonic devices provide scaffolding for storing (retaining) episodic memories?
Items are organised via associations to similar items already in our LTM. These items are represented in multiple modalities.
27
In what ways does mnemonic devices provide scaffolding for retrieving episodic memories?
Provides cues and a method for checking that all items have been received.
28
According to Atkinson and Shiffrin (1968), what are the two effects of rehearsal?
1. Maintenance.
| 2. Transfer.
29
According to Atkinson and Shiffrin (1968), how does rehearsal affect maintenance?
Gets us to hold information in our STM.
30
According to Atkinson and Shiffrin (1968), how does rehearsal affect transfer?
Helps us move information from our STM into our LTM.
31
What was the hypothesis of Rundus (1971) experiment on the role of rehearsal on memory.
Is rehearsal predictive of LTM performance?
32
What was the method and logic of Rundus (1971) experiment on the role of rehearsal on memory?
Subjects asked to free recall a list of 20 words listed at a race of 5 secs/per word.
Subjects asked to rehearse words aloud as they were presented.
33
What were the results of Rundus (1971) experiment on the role of rehearsal on memory?
The more times a word was repeated during learning, the greater the recall of that word.
34
What was the conclusion of Rundus (1971) experiment on the role of rehearsal on memory?
Repetition leads to transfer of info from STM into LTM.
35
A common experience, usually when a person is tired, stressed or intoxicated, causes a person to only remember a part of that word. This is called a:
(Hint: TotT S)
Tip of the Tongue state
36
The experience of recognising someone, but not remembering where they were previously seen, is called the:
(Hint: BotB)
Butcher on the Bus
37
Tulving and Pearlstone (1966) made the distinction between recognition and recall with their:
2-process theory.
38
According to Tulving and Pearlstone (1966) 2-process theory, our sense of familiarity lets us divide whether something is old or new. This is called:
recognition.
39
According to Tulving and Pearlstone (1966) 2-process theory, recall is comprised of our:
1.
2.
1. Sense of familiarity to something,
| 2. Retrieval of information from our LTM.
40
According to Tulving and Pearlstone (1966) 2-process theory, memories can be _________ (i.e. stored) in LTM, but not _______ (i.e. able to be correctly retrieved).
According to Tulving and Pearlstone (1966) 2-process theory, memories can be available (i.e. stored) in LTM, but not accessible (i.e. able to be correctly retrieved).
41
According to Tulving and Pearlstone (1966) 2-process theory, memories can be available (i.e. stored) in LTM, but not accessible (i.e. able to be correctly retrieved).
What would be a good analogy to describe this?
A book is available in a library, but not accessible because it was filed away incorrectly or misplaced somewhere.
42
What was the procedure for Tulving and Pearlstone (1966) experiment on forgetting?
Asked participants to learn lists of words belonging to different categories, for example names of animals, clothing and sports.
Participants were then asked to recall the words.
43
What was a the result of Tulving and Pearlstone (1966) experiment on forgetting?
Those who were given category names recalled substantially more than those who did not.
44
What was the conclusion of Tulving and Pearlstone (1966) experiment on forgetting?
Context based cues are important in memory retrieval.
45
According to Thompson and Tulving (1970), information is always encoded in a rich context. The degree to which the context at encoding overlaps with the context at retrieval influences the likelihood or retrieval. This is called the:
(Hint: ESP)
Encoding Specificity Principle
46
According to the Encoding Specificity Principle, ________ is generally easier than ______, demonstrated in the butcher-on-the-bus phenomena.
According to the Encoding Specificity Principle, recognition is generally easier than recall, demonstrated in the butcher-on-the-bus phenomena.
47
According to the Encoding Specificity Principle, when might recall be easier than recognition?
If the contextual overlap between the two is large enough.
48
What was the hypothesis of Godden and Baddeley (1975) experiment?
Does mis/matching environmental context influence memory?
49
What was the procedure of Godden and Baddeley (1975) experiment?
Scuba divers studied list of words either on land or underwater. Recall of those words were test in either the same or different context to which they were studied.
50
What were the results of Godden and Baddeley (1975) experiment?
People recalled better in the same environment as where they learned the words.
51
What was the conclusion of Godden and Baddeley (1975) experiment?
Matching environmental context aids recall.
52
What was the hypothesis of Eich (1980) experiment?
Does mis/matching mental context affect memory?
53
What was the procedure of Eich (1980) experiment?
Subjects studied list of words whilst either sober or intoxicated. Recall of those words was tested in either the same or opposite state.
54
What are the results of Eich (1980) experiment?
Subjects recall of words was greater if they were tested in the same state as when the first studied them.
55
What was the conclusion of Eich (1980) experiment?
Matching mental context aids recall.
56
Profound memory loss is typically caused by:
1.
2.
1. Brain damage.
| 2. Disease,
57
Forgetting autobiographical information prior to age 3 is called:
infantile amnesia.
58
What are the 3 possible causes of infantile amnesia?
1. Brain development.
2. Language development.
3. State-dependent learning.
59
Concussion and poor memory prior to and after an accident involving trauma to the head, is called:
(Hint: PTA)
Post Traumatic Amnesia
60
In post traumatic amnesia, the resulting gap in memory becomes smaller as time goes by. This is called the:
(SWP)
Shrinking Window Phenomena
61
What does the shrinking window phenomena indicate
That LTM formation is not immediate and requires time for consolidation.
62
What is consolidation?
A biological process that allows for permanent retention of information in the LTM.
63
Poor memory for information before an accident is called:
retrograde amnesia.
64
Poor memory for information after an accident is called:
anterograde amnesia.
65
What are the 3 types of amnesia?
1. Profound (dense).
2. Retrograde.
3. Anterograde.
66
Severe amnesia is caused by damage to the:
hippocampus.
67
What type of memory is the hippocampus responsible for?
Episodic memory.
68
What types of disease can cause profound (dense) amnesia?
1. Alzheimers.
| 2. Korsakoffs disease.
69
What are the 5 characteristics of amnesia?
1. Spared working memory.
2. Poor episodic LTM.
3. Good memory of autobiographic info before accident.
4. Spared procedural LTM.
5. Spared semantic LTM.
70
In amnesia, procedural LTM is often spared. This can be observed in patients ability to:
learn new motor skills.
71
In amnesia, semantic LTM is often spared. This can be observed in patients ability to:
understand languages.
